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1
Senior, Graham John. "School leavers and employment." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/5433/.
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This study focuses its attention upon the experiences of a cohort of new entrants into the labour market in a period of mass unemployment. It is based upon information gathered in 1982 and 1983, through the use of both personal interview and postal questionnaires, from a group of young people who left schools, aged 16, in the Motherwell District of Lanarkshire in the Summer of 1982, supplemented where appropriate with data from official sources and that collected by the Motherwell Labour Market Project. That a study of young people entering the labour market should be undertaken stems mainly from the rising tide of unemployment which has hit most if not all western economies. This recession has particularly affected the young and whilst concern has been shown for all victims of unemployment the young have received most attention, for they are seen not only as innocent victims but also as the most vulnerable group for whom the experience of unemployment is likely to have the most serious and lasting impact. It is hoped that this study will give some insight into the transition from school to work at time of mass unemployment. A major theme which runs throughout the study is 'labour market information' as we believe that it is people's perceptions about situations which affect behaviour and the accuracy of their information may have implications for labour market success as this could affect their behaviour within the labour market, e.g. job search activity, participation decision at 16. It is through our analysis of a number of different issues during the transition from school to work that we hope to build up a picture of the transition period in the early 1980's and gain some impression as to the importance of labour market information. The specific areas of analysis are: (i) the school leaving decision (ii) the local labour market knowledge (iii) provision of occupational information (iv) job search behaviour (v) labour market experiences. A brief description of our results follows. Our analysis of the school leaving decision at 16 aimed to identify factors which would explain why some young people left school at the earliest opportunity. In building our model we reviewed economic theories, economic literature and educational and sociological literature to obtain suggestions as to possible variables to include in our analysis. As expected, the academically able were less likely to leave school at 16 as were those who had a pessimistic view of the unemployment situation facing young people - the discouraged worker effect. An interesting finding was a negative co-efficient attached to the wage variable, possibly indicating a backward bending supply curve of youth labour, or a lack of knowledge of youth wages - we elected to argue for the latter explanation. Our analysis of young people's knowledge of their local labour market justified the above conclusion. The sample exhibited a considerable degree of ignorance about the youth (and adult) labour market, though their knowledge of the Youth Opportunities Programme was on the whole accurate. The sample consistently under-estimated the level of wages paid to both young people and adults and over-estimated both youth unemployment and adult unemployment rates. In attempting to explain the degree of under/over estimation we argued that possible confusion over the terms `gross pay' and `unemployment rate' may have been partly responsible. Explaining variations between sample members' answers was less successful - chi-square statistics invariably failed to reach the desired level. Attempts by schools to impart occupational information and prepare young people for entry into the world of work went largely unnoticed by the sample. Careers Evenings, work-experience courses, careers education classes, did not appear to make any real impression upon the sample, the vast majority of whom felt that their final year at school had been a poor preparation for entry into the world of work. Only one-in-three of the sample had been interviewed by the Careers Service at the time of our initial contact which makes an assessment of their role in preparing young people for entering the labour market somewhat difficult. A considerable degree of job search activity was undertaken by the sample prior to leaving school and for the first six months after labour market entry. Extensive use was made of the various information channels both in terms of the number of different channels used and the frequency with which they were consulted. Despondancy resulting from lack of success crept in and search intensity declined in 1983. Although over 1300 applications were submitted, only 26 members of the sample contacted in 1983 had secured employment. Attempting to identify factors which may account for the success of these 26 individuals led us to search theory, and the literature on unemployment duration/re-employment probabilities to suggest variables to include in our model. A number of factors were found to be significant - number of jobs applied for, intensity of search, religious affiliation of school, sex, when began search - though a large degree of the variance was still left unexplained. Having discussed the many issues outlined above, we are able to offer some insight into the transition from school to work in the early 1980's and assess the important of labour market information in the transition period. The sample's lack of knowledge of youth wages and youth unemployment would not appear to have had an undesirable effect upon their job search behaviour. Under-estimating wages and over-estimating unemployment could have led to deciding not to search for work - the financial incentive was not there and there were few jobs anyway - but we found evidence of considerable search activity in 1982. Information pertaining to vacancies is obviously vitally important. For the majority in our sample the transition from school to work did not happen. They were caught up in the xiv unemployment - Y.o.P. - unemployment circle, with little hope of a job in their early years in the labour market.
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McCoy, Selina Maria. "Do schools count? : key school structural and process influences on early school leaving." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326368.
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Proctor, Sherrie L. "African American School Psychology Program Leavers." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/45.
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This phenomenology used 21 in-depth interviews to explore seven African Americans’ experiences at the school psychology programs they left. The purpose was to investigate what experiences contributed to participants’ decisions to leave programs; if programs used retention strategies and if so, participants’ view of the strategies; and what participants believe might have encouraged their retention. Findings indicate that misalignment between participants’ career aims and their perceptions of school psychology practice as well as poor relationships with faculty and peers contributed to decisions to leave programs. Five participants reported that programs did not utilize retention strategies. Two reported that a sole faculty advocate served as a retention strategy, while one noted funding. Participants cited funding and advisement as strategies that might have encouraged their retention.
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Dolkar, Tshering. "Perceptions of early school leavers in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0024/MQ62122.pdf.
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Primm, Fannie Marshall. "Reasons for leaving school as perceived by early school leavers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2763.
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Purpose
The purpose of this study was to identify and explain the selective responses that dropout students felt contributed to their leaving school before graduation.
Procedures
The researcher collected three sets of data which included the review of the literature, the student records in the Southwest School District and the interviews of two hundred participants using McDowell's questionnaire.
The questions were conceived of as functioning primarily in the context of justification. Thus, the researcher did not begin with previously identified reasons; rather, the researcher examined the responses to determine reasons which seem to be fruitful. The Sophia McDowell questionnaire was used to collect demographic information on each student to further explain their reasons for dropping out of school in four areas: personal data, family information, career information and school achievement. The results of data findings were described collectively and individually and summarized in tables.
Conclusions
1. The literature on early school leavers depicts a profile which identifies them as suffering from personal problems, lack of parental support, economic condition and poor student/teacher relationships. However, these statements represent social and administrative judgments rather than functional terminology.
2. The student personnel records are of little value in gaining insight into early school leaving. The records seem to classify the students' departure as the result of "lack of interest" which offers little insight into the students' real circumstance.
3. The superficial responses for early school leaving as offered by students on a questionnaire varies little from the causes as reported in the literature.
When the total sample is viewed, one finds that there were more Black Americans and more males who dropped out of school and at an earlier age than Caucasians and females.
The marital status of the participants' parents indicates that more of the dropouts come from homes with married parents. The majority of these students, however, did return to some kind of basic education or to a job training program. On the other hand, more of the permanent dropouts come from single-parent or broken homes and did not return to school. Before one can justify that parental marital status does influence students to either remain in school or to drop out of school, however, more research is needed in this area.
The majority of the participants studied were preparing for their future occupations by going back to school. From a sample of two hundred participants, there were 144 attending extended day school, vocational school, on-the-job training and apprenticeship training.
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House, Valerie. "School to work transition experience of Year 12 school leavers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/990.
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As a consequence of increased retention rates in post compulsory schooling, educational systems have attempted to expand their curricular offerings. The aims of this study were twofold. The first was to examine a process of transition from school to work and the second considered the implications for improvement of the post compulsory school curriculum in facilitating transition. A semi structured, open ended interview was developed to gain information about the transition experience of seven Year 12 students. Interviews, recorded by audio tape, and the coded transcripts were the major data source. Results indicated that students coped well with the transition from school to work, enjoying the increased responsibilities and being treated as grown up by employers and parents. Part time work, school based work experience, and through Work Studies learning job search skills, self-responsibility and self-confidence were seen as of value. This suggests post compulsory education should make learning relevant to students by linking work based learning with classroom education and creating educational pathways that prepare all students to navigate their way through the changing job market.
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Macfarlane, Amanda. "An ethnographic study of school leavers in a southern comprehensive school." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/79966/.
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This thesis is an ethnographic study of white and West Indian-origin girls and boys attending a comprehensive school in the south of England during their final year of compulsory schooling. The study concentrates on gender, race and class effects on school experiences; attitudes towards school; career choices and early employment or training destinations. Ethnographic data comprise both classroom observations and discussions with 20 informants. These are supplemented by questionnaire data from the entire 5th form year. Chapter 1 outlines the nature of existing research in this field and argues for the need to look at gender, race and class simultaneously to understand the impact of such factors on the lives of pupils. It also addresses methodological considerations and the problem of gaining access. Chapter 2 describes the process of starting research whilst Chapter 3 describes the school, its local context and its internal organisation. Chapter 4 provides an introduction to the 5th year and their teachers drawing largely on classroom observations. Gender, race and class receive individual attention in Chapters 5, 6 and 7 respectively. Chapter 5 indicates that gender was a powerful discriminator in classroom and breaktime interactions whilst Chapter 6 shows that racist humour and beliefs were a regular feature of school life despite a lack of racial discord at the school. Chapter 7 demonstrates that class consciousness existed amongst pupils and informed their attitudes towards school and work. Chapter 8 concentrates on career choices and the quality of careers advice concluding that career choices were both gender and class-specific. Chapter 9 focuses on pupils' early destinations after the 5th form finding that both black and white girls were more likely than boys to utilise 6th form to gain entry into middle-class occupations. For those seeking employment, black girls fared least well being more reliant on YTS and suffering greater unemployment. Overall, gender and class had greatest impact on school experiences and career choices whilst race in conjunction with gender, affected actual destinations.
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Neilson, Gavin R. "School leavers into nursing : a study of high academic achieving school pupils in Scottish schools." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/1755.
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The central objective of the study was to better understand 5th and 6th year school pupils’ perceptions of nursing as a career choice and to obtain current data regarding the recruitment situation pertaining to school leavers pursuing nursing as a career choice. This was achieved by utilising a multi-strategy approach which involved the use of a self-administered questionnaire (n = 1062) and the interviews of 20 paradigmatic cases. The school pupils came from 11 schools, with different socio-demographic profiles, from one educational area in Scotland. The study found that only 8.8% (n = 56) of school pupils who had made a career choice had chosen to pursue nursing as a career, despite the fact that 82.4% of the school pupils in the sample had the necessary academic qualifications to enter the student nurse education programme. Merely 21.2% of all the pupils had actually considered nursing as a career choice. The findings would appear to suggest that those pupils who had chosen to pursue nursing as a career choice are committed to this choice. As 93% of the pupils would still continue to pursue nursing as a career choice even if they obtained better grades in their examinations than they expected. Equally resolute in their choice were the pupils who had chosen not to pursue nursing. Of the school pupils in the sample who had not chosen to pursue nursing as a career choice 88.5% of the school pupils stated that even though they did not get the exam grades that they expected they still would not pursue nursing as a career. What was also significant was that of the school pupils who had not chosen nursing as a career choice 86.9% of the pupils stated that they would not consider nursing as a career option in the future. The gender breakdown of school pupils who had made a career choice showed that 2.5% of male pupils who had made a career choice had chosen to pursue nursing. 14% of female school pupils who had made a career choice had chosen to pursue nursing. Further examination in relation to the gender breakdown of those pupils who had chosen to follow nursing as a career revealed that males only accounted for 12.5% whereas females accounted for 87.5%. This would seem to propose that a gender bias still exists in relation to nursing as a career choice. Nursing was not ranked particularly highly by the pupils as a career choice. Male pupils ranked nursing 13th out of the 14 main career choice categories. While female pupils ranked nursing 8th out of the 14 main career choice categories, this being only slightly better than secretarial/administration. Parents appeared to have a major influence on the pupils’ career choice and there was evidence that parents as well as further significant others were influencing against a career in nursing. Nursing does not seem to be a popular career choice among school pupils. There is strong evidence from the questionnaire data to suggest that there are a number of problem indicators which could propose that recruitment of school pupils into nursing could prove extremely difficult even with the proposed increase in the number of school leavers entering higher education. This could have a serious impact on nursing care delivery within the United Kingdom as the nursing population continues to age. The paradigmatic cases interviewed were 20 high academic achieving school pupils who at one stage in their career choice process had considered nursing as a career choice. Despite considering nursing as a possible career choice none of the 20 pupils went on to pursue nursing as a career. The qualitative interview findings appeared to suggest that nursing was not a credible career choice consideration for high achieving pupils. There was a very strong feeling amongst the pupils that nursing would be a waste of their academic qualifications with a belief that nursing was not a career choice for intelligent pupils with good examination grades. Also that they could help people at a much higher level than nursing by becoming a doctor with a prevailing belief that knowledge and caring are polarised – doctors cure and nurses only care for patients. The status of nursing as a career choice was not high amongst the pupils and this was influenced by the type of person that they had observed who were nurses mostly, in their opinion, women who were weak and had no power within society. Also the perceived nature of the job that nurses do with the prominent belief that what nurses do is principally practical in nature having no intellectual aspects, for example making beds, washing and feeding patients. The influence of significant others, these being specifically parents, guardians, guidance teachers and careers advisors was very apparent in the data in that they had a very negative view regarding nursing as a career choice for high academic achieving school pupils. Participants reported that their parents were actively and vigorously discouraging them away from a career in nursing because of the pupils’ good examination grades and the belief that the pupils could do something better than nursing. Also the participants reported that their guidance teachers and careers advisors were assertively steering them away from nursing as a career choice because of their perception that nursing was a low status career choice requiring little intellectual ability and was on a par with hairdressing, office work and being a secretary. In addition the school pupils stated that guidance teachers and careers advisors were more interested in and attempted to have a greater influence on the career choice of the high academic achieving school pupils opposed to other less academic pupils. Only two of the pupils stated that they believed that their career choice was their own decision. With the majority of school pupils valuing the opinion of their parents regarding career choice and with parents along with associated significant others being a major influence on the school pupils’ career choice and advising against a career in nursing. There was strong evidence from the interview data to suggest that the chances of recruiting high academic achieving school pupils into nursing would appear to be negligible. There was also evidence that the image of nursing as an occupation was an important determining factor in the school pupils’ career choice. The pupils displayed a negative image of nursing and this was influenced by a number of factors. The negative image of nursing depicted in television programmes; the negative image of nursing portrayed by people who are nurses; the sexual stereotype image of female and male nurses; and the image that it is very easy to get into train to be a nurse. What was also concerning was that the pupils had few positive and contemporary images of nursing. Also with regard to the image of nursing the data showed that the pupils considered it important to join a profession. Nursing was deemed not to be a profession and did not merit being a profession because it was believed that the entry to student nurse education programmes is not strictly controlled therefore it is easy to get into nursing. There was a strong consensus among the high achieving school pupils regarding their image of the archetypical school pupil who would select nursing as a career choice – their view was of a predominantly unexceptional individual who was mostly female, no more than average intelligence, kind, caring, good listener, good practically and can follow task orders. This view of the typical school pupil who would enter nursing as a career, that of a person with a low academic achievement record, conflicts with their own personal typology and thus became a further important dissuading factor regarding nursing as a career choice for them.
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Young, Roberta Elaine. "Critical incidents in early school leavers' transition to adulthood." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31226.
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This study explored the critical incidents that hindered and facilitated early school leavers' adjustment to life beyond high school. In all 393 incidents were identified taken from 21 participants during a semi-structured interview using a life line technique. Incidents were organized into 10 major and 38 subordinate categories. These categories centred around developmental tasks of adolescence and adulthood, the fulfilment of needs, self-handicapping strategies, possible selves theory and other coping strategies. Early school leavers were seen to have the same desire to successfully complete adult tasks, but were hindered by a poorly developed self-identity, inability to meet their basic needs, and maladaptive coping patterns. Implications for program development, counselling, and research concerning early school leavers was outlined.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Qumza, Thabang Vuyo. "Barriers to entrepreneurship: assessing NMBM school leavers for business enterprise." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011804.
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In plight of the country‟s high unemployment, poverty, and income inequalities, there is an urgent need to address these issues by converging toward entrepreneurship. World-wide, it is acknowledged by both government and academia that entrepreneurship soothes and remedies socio-economic ills. It creates employment, wealth, alleviates poverty, increases tax base, balances income disparities and accomplishes social stability. With the high youth (18-34 year age) unemployment looming at 73 percent and a low South African total entrepreneurship rate at 8.9 percent; this study attempts to investigate the barriers that hinder school leavers from engaging in entrepreneurship. The research investigates critical entrepreneurial factors including entrepreneurial character and behaviour, entrepreneurial knowledge and skills, managerial knowledge and skills, knowledge on legal aspects of a business, sourcing of finances, and entrepreneurial background and orientation. The primary objective was met through the investigation of the secondary objectives. This was accomplished through a questionnaire survey, composed with multiple choice questions and closed questions measured on a Likert scale. The questionnaire was constructed based on the literature reviewed from various sources including books, dissertations, journals, government reports, newspapers, magazines, internet, television and radio broadcasts (interviews and news). The study discovers that learners are inhibited by various factors from engaging into business venturing. The list of barriers identified was: A discouraging entrepreneurial background (heritage) – parents had low levels of education and were not entrepreneurial, Weak entrepreneurial character and behaviour, Lack of entrepreneurial exposure and work experience, Learners lack financial skills and computer skills, Families lack savings to financially support their business start-ups, Limited knowledge on the legal aspects regulating a business, Limited knowledge on sourcing finances (angel and venture capital investors).
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Dorji, Jigme Arisara Leksansern. "Factors affecting career aspirations of secondary school leavers in Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938011.pdf.
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Lau, Luen-fong Sandra. "Severely mentally handicapped school leavers in Hong Kong preparation & placement /." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862607X.
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Lau, Luen-fong Sandra, and 劉鑾芳. "Severely mentally handicapped school leavers in Hong Kong: preparation & placement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862607X.
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Shelly, Michael Anthony. "Scottish young people's post-school destinations, 1977-83." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/26930.
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D'Hemecourt, Shannon. "The Impact of Accountability on School Dropouts: The Students' Voices." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/259.
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The purpose of this study was to determine the factors that influenced students of one suburban Louisiana school district to leave school prior to obtaining a diploma. Qualitative methods were used to investigate the reasons that students gave for what influenced them in making their decision to leave school. Additionally, it was the intent of the study to determine if the Louisiana school accountability program had any influence on the students' decisions. Interviews were conducted with 11 students who dropped out of school in the 2003-2004 school year. With-in case and cross-case analyses were performed and themes were developed to illustrate the responses given by the participants during their interview. The data suggest students leave school because they face personal obstacles that they cannot overcome. Additionally, participants of this study cited a lack of alternative schooling and disappointment with the systems as other factors that influenced their decision to drop out of school. Furthermore, participants did not feel that school accountability had an influence on their decision to leave school.
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Hultgren, Frances. "Approaching the future : a study of Swedish school leavers' information related activities." Doctoral thesis, Göteborg [u.a.] : Publ.-föreningen VALFRID, 2009. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017620426&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Hantzi, A. "Expectancy-value models : A social-psychological analysis of school leavers' decision making." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379955.
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Caton, Susan Jane. "The transition towards adult life for school leavers with moderate learning difficulties." Thesis, Manchester Metropolitan University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248903.
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Nairz-Wirth, Erna, Alexander Meschnig, and Marie Gitschthaler. "Quo vadis Bildung? Eine qualitative Längsschnittstudie zum Habitus von Early School Leavers." Abteilung für Bildungswissenschaft, Wirtschaftsuniversität Wien, 2014. http://epub.wu.ac.at/6924/1/qvb2014.pdf.
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Davies, Elizabeth Anne. "Learning identity : the transition to tertiary education for school and college leavers." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/22957.
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The focus of this research is the re-conceptualisation of learning in higher education. By theorising the university as a group of interconnected discourses I have been able to develop an understanding of student learning identity which goes beyond the formal academic settings of the university and which explores the influence of both the social and academic spheres of the university in terms of student transition and engagement in learning. Data were gathered in three phases: through in-depth interviews with sixty nine students entering their first year at three British universities, the collection of three day diaries from forty four of these students and follow up interviews with thirty students from the original sample. By negotiating positions on continua of continuity and discontinuity of experience with interlocutors in identified discourse settings, students were found to experience learning as an integral and transformative aspect of their identities.
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Lam, Tina. "Alcohol and other drug use at school leavers’ celebrations in Western Australia." Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/53046.
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‘Leavers’ is a celebratory event for students who have recently completed their secondary education. This study examined patterns of alcohol and other drug use at Leavers, and explored influences on, and the impacts of use. Over 900 surveys were administered using a pre- and post-celebration design.
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Vasilionytė, Justė. "Abiturientų šventės XX a. - XXI a. pradžioje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120625_093006-53611.
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Darbe nagrinėjamos svarbiausios abiturientų šventės: šimtadienis, paskutinis skambutis bei išleistuvės XX a. - XXI a. pr. Darbo objektas – abiturientų švenčių tradicijos 1924 – 2012 m. Darbo tikslas: atskleisti šioms šventėms būdingus bruožus ir nustatyti abiturientų švenčių pokyčius per beveik 90 metų laikotarpį. Uždaviniai: . Palyginti Lietuvoje ir kaimyninėse šalyse (Latvijoje, Lenkijoje, Rusijoje) vykstančias abiturientų šventes bei jų ypatumus; panagrinėti abiturientų švenčių kilmę ir jų atsiradimo istoriją Lietuvoje; aptarti abiturientų švenčių oficialiųjų ir neoficialiųjų dalių esminius bruožus; palyginti skirtingų laikotarpių (tarpukario, sovietmečio ir atkurtos nepriklausomybės laikotarpio) Lietuvos mokyklų šimtadienių, paskutinio skambučio, išleistuvių tradicijas bei papročius; išsiaiškinti abiturientų švenčių svarbą ir reikšmę moksleivių gyvenime.
Darbe naudojami šie tyrimo metodai: aprašomasis, lyginamasis, interpretacinis, analizė. Naudoti medžiagos rinkimo metodai: dalyvaujamasis stebėjimas, interviu ir anketavimas. Per 3 metus (2010 – 2012 m.) anketomis apklausti 239 pateikėjai, atlikti 24 interviu, stebėta 11 abiturientų švenčių, vykusių Kaune, Šakiuose, Vilniuje.
Darbą sudaro įvadas, 3 dalys ir išvados. Pirmojoje darbo dalyje „Abiturientų šimtadienio folkloras“ aptariamos abiturientų šventės įvairiais laikotarpiais: tarpukariu, sovietmečiu bei po Lietuvos nepriklausomybės atkūrimo. Antrojoje dalyje „Abiturientų paskutinio skambučio šventė“ aprašomi XX a... [toliau žr. visą tekstą]The paper analyses the most important school-leavers’ celebrations such as 100-days party, the last bell, seeing-off party in the 20th and 21st centuries. The paper object is traditions of school-leavers‘ celebrations from 1924 to 2012. The aim of the paper is to reveal characteristic features of the celebrations mentioned and identify changes of school-leavers‘ celebrations in a period of 90 years. The objectives are as follows: to compare school-leavers‘ celebrations that take place in Lithuania and neighbouring countries, namely Latvia, Poland, Russia, and their peculiarities, to analyse the origins and development history of these celebrations in Lithuania, to discuss the main features of formal and informal parts of school-leavers‘ celebrations, to compare traditions and customs of Lithuanian school 100-days party, the last bell and sending-off parties; to find out the significance of school-leavers‘ celebrations in pupils‘ life. The following methods are employed in the paper: descriptive, comparative, interpretational, analytical. The data was collected by using active observation, interviews, and the questionnaire. In a period of 3 years (from 2010 to 2011) 239 respondents were questioned, 24 interviews were taken,11 school-leavers‘ celebrations in Kaunas, Šakiai and Vilnius were observed. The paper consists of introduction, three body parts and conclusion. The first part „Folklore of school-leavers‘100-days party“ describes school-leavers‘ celebrations in different... [to full text]
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O'Riordan, Zoe. "The experiences and support of school-leavers with social, emotional and behavioural difficulties." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/the-experiences-and-support-of-schoolleavers-with-social-emotional-and-behavioural-difficulties(698484b8-a53e-40ad-8f1f-0662dc2baa0a).html.
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Times of transition offer the greatest potential for changing direction, for better or worse in young people’s lives. Yet it seems that many young people with social, emotional and behavioural difficulties (SEBD) fail to make the most of this window of opportunity as they make the transition out of school into adult life. Existing research into the transitional experiences and outcomes of school-leavers with SEBD reveal that they experience high levels of unemployment, drug and alcohol abuse, mental health problems and involvement in criminal activity, with the consequent costs, social and economic, to the individual and society being too great to ignore. However, whilst there is evidence on the outcomes of this group (predominantly from the US) there is little research into the processes which influence their success or failure in transition. Therefore, this study aimed to develop an in-depth understanding of the transitions of a small group of school leavers with SEBD, by following them for the first 15 months out of school. I collected interview data from the participants, their parents and those working with them, which was subjected to thematic and narrative analysis and used to develop individual case studies. The case studies were subjected to within- and cross-case analysis, which facilitated understanding of the individual’s influences and pathways, and extraction of common themes. The school-leavers took widely varying paths, and were subject to a range of influences on an individual, family, and institutional level. These influences operated in complex and interactive ways, and each participant’s experience was unique. However, there were common themes which emerged from the cross case analysis. On a practical level, the main influences of the participants’ transitions were:• their personal drive, goal motivation, perseverance and likeability;• the capacity of their families to provide all forms of support (emotional, esteem practical and informational), or for professional supporters to fill any gaps;• the quality of the communication channels between all those working with them;• the capacity of their post-16 provision to fulfil their social and emotional as well as educational needs;• the formation of productive relationships with their workers, and the extent to which the institutions they attended supported their development. The study also had a theoretical dimension being underpinned by bioecological understandings of development and rooted in the concept of resilience. The presence of supportive relationships in the participants’ lives was a key influence on their resilience in coping with transition. The application of identity theory to the data helped to explain how these relationships developed and how supportive relationships in one context helped the young person to cope in a situation in which they were unsupported.
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Smith, D. V. L. "The community interaction approach to occupational choice : a study of fifth form school leavers." Thesis, Birkbeck (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325088.
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Scantlebury, Barbara Ellen. "An evaluation of the role of information technology in preparing Barbadian school-leavers for employment." Thesis, University of Salford, 1995. http://usir.salford.ac.uk/14712/.
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Barbados, like other countries, has been influenced by the introduction of the computer in the education system. Much has been invested in this new 'tool' in education. The local industrial sector in its quest to keep abreast of world-wide technological developments, is increasingly making use of computer technology and so in turn, is making certain demands on the education system, about the way in which it is preparing young people for work in modern business organisations. This study seeks to examine the wide-ranging influence of Information Technology in education and its role in preparing school-leavers for employment in the business environment in Barbados. It also analyzes the need for the implementation of meaningful I. T. programmes as an integral part of the school curriculum in the light of the technological developments which obtain in the business environment worldwide. This was done by analyzing the views of students, educators and employers in Barbados and a small cohort of secondary school teachers in the U.K. It is anticipated that the recommendations made as a result of the outcomes of the study will be useful in assisting in the establishment and implementation of effective I.T. programmes in the Barbadian school system.
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Gallacher, J. E. J. "Occupationally-related values and decision processes in the formation of occupational preference among school leavers." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372340.
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McCarney, W. G. "Changes in the identity structure of unemployed school leavers consequent upon a youth training programme." Thesis, University of Ulster, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282094.
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Larkin, Teresa Anne. "Exploring the potential for early school leavers to have greater involvement in their literacy learning." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021650/.
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This thesis explores the experiences of both early school leavers and their teachers when a group of eight young people were invited to have greater involvement in their learning. The study is based in a literacy programme within a youth service setting in rural Ireland. The research is situated outside the mainstream school system and this affords a unique chance to see how the young people managed when they were given the chance to have more involvement in their learning, once they had rejected mainstream education. My previous research within the organisation indicates that young people consider that they are capable of taking on more challenging curricula and are keen to pursue higher level qualifications. The study took place between September 2010 and May 2011. The study aimed to develop and evaluate a new approach to a current literacy programme using constructivist teaching strategies which, while supporting increased learner involvement, also offered a higher level literacy certificate. An action research design was used and this thesis follows stages two, three and four of the first iterative cycle. Building on a conceptual framework which links the literatures of early school leaving and the learning theories of constructivism and self-determination, a qualitative analysis was undertaken comprising in depth interviews with young people and staff, field diaries, learner journals, questionnaires and participant observation. Findings show that despite early school leavers having difficult backgrounds, they respond positively when they are offered greater involvement in their learning. This is further enhanced by teacher support and expectation. Findings also suggest that early school leavers have gaps in their literacy skills that need to be addressed when preparing for higher level qualifications. Along with the need for greater learner involvement, it is essential that teaching institutions provide these young people with access to higher level programmes and a structured route to achieving relevant and more useful qualifications. In this way, it is possible to instill the confidence needed to attain significantly higher levels of learning.
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Tarantino, Lauren. "Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/153.
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Narrative analysis of high school leavers' individual backgrounds examines both positive and negative reasons that; students terminate their secondary education and experiences, and return to pursue a GED- General Equivalency Diploma. This analysis examines goals for the future of these students including extended education, career choices and family situations. The goals of this study are to determine why informants leave high school before graduation and to examine these reasons across racial, cultural and gender lines. This report analyzes why students returned to receive their GEDs and how they believe the receipt of the GED will affect their goals in regards to education, family and career choices. Five themes about “high school leavers†are evident: Reflection - Why the students dropped out of school; Outside Forces - the negative and positive forces that influence the decisions the student makes; Focus - why the students finally decided to go back to school; Emotion - the role that self esteem played in relation to job status prior to and following the receipt of the GED and finally; Collaboration - the support systems that were available for the individual participants. This research follows the efforts of nine students in their struggle to understand why they became candidates for the general equivalency diploma from their reflection on leaving school, their understanding of the outside forces that aided them in their flight from high school, their focus on opportunities life offered assuming they returned to get a general equivalency diploma, the collaboration of family and friends required to ensure their future success and the overall emotion of achieving the general equivalency diploma that would awaken in them a new reason for life. In the end, it would be the general equivalency diploma that would change them and the lives of their families forever.
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Brown, Joan. "Professional environment of post-school transitions of young people with additional support needs." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/9454.
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The focus of this qualitative study is the professional environment where post-school transitions take place. It seeks to identify some possible means for improving outcomes for young people with low educational achievement, dyslexia, social, emotional and behavioural difficulties as they move on from school. The study picks up a recommendation made by Ward and Thomson (1997), following their Scotland-wide survey, that further investigation is needed into post-school transitions of such ‘unrecorded’ young people. Taking ahead this task brings together different areas of knowledge, for example, inclusive education, youth transitions and social theory. To orient the research, initial data were gathered through a questionnaire completed by 14 educational professionals and in structured interviews with 16 youngsters, mostly recently enrolled at college, and their families. Ideas occurring here were then used to inform the main data gathering process. This was conducted in 17 semi-structured audio-recorded interviews, each approximately one hour’s duration, with school teachers, college lecturers and other professionals associated with transition. The methodology utilised a critical friends group to shape the research as it progressed. The thematic analysis of the data produced information about dissimilar models of transition support, varying constructions of young people and difficulties in partnership working. The ensuing discussion considered the roles of trusted signals of youth’s value, of careership based on transformations of identity and aspects of social capital on transitions of young people with additional support needs. The conclusion sets out areas for improvement and asks that greater consideration be given to the constraining factors within the professional environment of the post-school transitions of young people with additional support needs.
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Putsoa, Bongile. "Investigating the ability to apply scientific knowledge, through process skills, among high school leavers in Swaziland." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333765.
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O'Callaghan, Andrew James. "The impact of educational and industrial policy developments on working class school leavers across two generations." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/29070.
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The research project attempts to advance evaluations that look toward the major impacts educational and industrial developments within Britain over recent decades have had on working class school leavers’. The thesis aims to contribute uniquely to these fields of study by concentrating the qualitative research that underpins the project within a distinctive geographical area within south west Birmingham, an area where the employment sphere was dominated for many decades by a large car manufacturer until its closure. The research focuses on the very unique experiences of school leavers in the area across two generations that it is suggested were subject to the influences of differing educational and industrial policies. Underpinning the exploration of people from this part of Birmingham’s experiences of school and post school transition is the thesis’ contribution to the new wave of class analysis that has emerged within academia within recent years. In particular the study adheres in part to contemporary evaluations of class as being individualised and subject to variations according to cultural and social as well as economic influences through a person’s life course. However, the thesis also suggests the use of a theoretical model of class that incorporates fluid, often changing, but sometime shared class experiences. Included within this exploration is a critique of the ideological construction of working class educational and occupational underachievement as being due to individualised social and cultural deficiency. Instead the thesis suggests the interrelationship of the growth of the educational market within the UK alongside rapid deindustrialisation has influenced distinctive and at times shared working class experiences.
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Tisdall, E. Kay M. "Assessing the transitional needs of physically disabled school-leavers : a comparative study of inter-disciplinary meetings." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/20842.
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The difficulties and lack of opportunities facing many young disabled people when they leave school are well-documented. The transition from school to 'adulthood' may be difficult for any young person, but the imposed logistical and social limitations of a disability can make the transition even more difficult for young disabled people. While commonalties exist for all young people with disabilities, statistics show that those with physical (and additional) disabilities may be particularly disadvantaged when they leave school. Reasons for young disabled people's difficulties are oft-repeated in the transition research: the lack of service continuity when the young people leave school; the bewildering array of agencies and eligibility requirements; and the failure to make coherent post-school plans. The literature constantly urges professionals, parents and young people to work together through 'inter-disciplinary collaboration'. What kind of solutions are such inter-disciplinary collaborations to the 'transitional problem'? How do the collaborators perceive the 'transitional problem' and thus how do the collaborators seek to address it? How do the various collaborators contribute to these perceptions? Case studies were undertaken of two different types of inter-disciplinary collaborations: the Future Needs Assessment (FNA) meetings held in a Scottish school and Educational-Vocational (EV) Assessment meetings at the Sheldon Rehabilitation Centre, in Canada. Both types of meetings attempt to carve out transitional paths for young people with physical (and additional) disabilities. In the last one or two years of secondary schooling, the needs and capabilities of a young person are assessed; viewpoints considered from educational and other service professionals, the young person and parents; and a blue-print of goals, suggestions and service provision formed. As such, the assessment meetings provide windows into the workings of inter-disciplinary collaborations, and a means to address the research question.
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Marshall, Brian. "Where some young people find themselves: Compelling reasons for studying the lives of early school leavers." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/2399.
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This thesis reflects upon and soberly describes lived situations of young people who voluntarily participated. I come to two points, one is enduring, about what we as educators and researchers can do to ease and sustain re-entry of early school leavers into educational purpose, the other is about transforming conditions of compulsory education that are palatable for them. I uncover a possible transforming moment of conversion that offers an educationally different space for young people.
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Donelly, Bowrin Eva. "'I want to be somebody' : identities of primary school leavers on the Caribbean island of St. Kitts." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/50046/.
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The research reported in this thesis is an investigation of identities of primary school leavers (10-13 years old) residing on the Caribbean territory, St. Kitts. Through two main phases and a pilot of an ethnography conducted intermittently between 2008 and 2011, I explored volunteer-participants' individual and collective identities. In particular, I explored their aspirations for the future and everyday living, the influences they perceive, and conceptualizations of and aspirations for the Caribbean. The aim was to gain insights into their understanding of Caribbean, thus, illuminating Caribbean-identity; two terms fuelling debates in the Social Science literature alleging a Caribbean-identity crisis. One of the main innovations of the design was my partnership with a group of primary school leavers who were trained to help as co-researchers to collaboratively generate and partially analyse data. The findings suggest participants have very positive perceptions of themselves as individuals; however, their identities seem more localized. They generally aspire to migrate, especially to America, to achieve success, and their conceptions of Caribbean vary greatly and seem uncertain while their overarching-aspiration for their island and region is for them to become "better" places socially, economically, politically, culturally, and environmentally. In part, this main finding conflicts with the idea of an identity-crisis on an individual-level, but supports ideas of a lack of a resolute sense of self on a regional-collective level for participants. Equally important, participants report many positive impacts resulting from their involvement. For some, the process contributed clarity about self and aspirations, and for others, it helped with not only a clearer-perspective, but also the development of life-skills.
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Kent, Annie. ""I am not Down syndrome" : a narrative exploration of life and identity in school-leavers with Down syndrome." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8521/.
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Historically, there has been an effort to improve the inclusion of those with ‘disabilities’ including Down syndrome (DS). Societal perceptions of DS have been largely negative and may influence how individuals view their lives. Although there has been literature which has explored other people’s perspectives, there has been less which has asked those with DS to share their stories. The aim of the study was to explore the lived experiences and identity of four school-leavers with DS. A narrative approach was employed to elicit stories whilst participants were being recorded on film. A restorying procedure, a narrative tone and thematic analyses were then used to interpret the narratives. The findings revealed diversity in the way the participants spoke about their lives. All participants experienced factors which would have had a positive contribution on their identity development. However, some experienced other factors which may put them at-risk of foreclosing on their identity development. The implication of identity development for generating pragmatic or ambitious aspirations is discussed. I recommend that future research explores what is currently happening in educational settings to promote identity formation in those with DS and how this might be refined to harness positive outcomes for this group.
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Hubbard, M. M. "School leavers with multiple disabilities : an exploratory study of the issues and problems relating to the planning and provision of formal post-school services." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/22864.
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This research is an exploratory study of the issues and problems encountered by Young People with multiple disabilities when they leave school and for whom formal post-school service provision is relevant within the Scottish setting. The research problem is tackled by a qualitative and an empirically grounded study with a central focus was on the way in which decisions about the nature and range of services are made and their potential for making a major impact on quality of life. From conception, the study was innovatory and it was necessary to combine methods of data collection and to analyse in ways that had previously not been used in the field. The design and methods are eclectic with an emphasis on in-depth case-studies. The research process began with the development of a functional classification used to define the sub-population. This was followed by an investigation of the structure and organisation of the Future Needs Assessment process which is central to the planning of formal post-school provision. together with Carer perspectives and opinions of the process. The next phase was to examine the nature and range of formal post-school service provision in relation to the issue of quality of life and in the meeting of developmental needs. Discussion then took place with the Young People and the Carers about their judgements of post-school provision and 'ideal' provision. The final phase developed recommendations on the practical application of, the research findings. The major research findings, derived from the fieldwork evidence. indicate that there is a radical change in emphasis in the transition from school to adult-based formal service provision which result in the limitation of services and of personal choice. There is a major disjunction in the quality of life experienced by the Young People. The Future Needs Assessment process fails to adequately plan for the transition to formal post-school provision which fails to meet individual personal and social development. The major recommendations, derived from the research, state that the Future Needs Assessment process must play a more effective role in identifying the post-school needs of the School-leavers to ensure that formal post-school provision and delivery planning is individually-centred and 'needs-led'. In addition, there should be greater choice of provision which follows the 'independent /enabling /empowering model and which will offer the School leaver the potential to experience a high quality of life.
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Kratz, Annette. "A comparison of the vocational training system of Britain and West Germany as experienced by minimum-age school leavers." Thesis, Aston University, 1990. http://publications.aston.ac.uk/10881/.
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The sectoral and occupational structure of Britain and West Germany has increasingly changed over the last fifty years from a manual manufacturing based to a non-manual service sector based one. There has been a trend towards more managerial and less menial type occupations. Britain employs a higher proportion of its population in the service sector than in manufacturing compared to West Germany, except in retailing, where West Germany employs twice as many people as Britain. This is a stable sector of the economy in terms of employment, but the requirements of the workforce have changed in line with changes in the industry in both countries. School leavers in the two countries, faced with the same options (FE, training schemes or employment) have opted for the various options in different proportions: young Germans are staying longer in education before embarking on training and young Britons are now less likely to go straight into employment than ten years ago. Training is becoming more accepted as the normal route into employment with government policy leading the way, but public opinion still slow to respond. This study investigates how vocational training has adapted to the changing requirements of industry, often determined by technological advancements. In some areas e.g. manufacturing industry the changes have been radical, in others such as retailing they have not, but skill requirements, not necessarily influenced by technology have changed. Social-communicative skills, frequently not even considered skills and therefore not included in training are coming to the forefront. Vocational training has adapted differently in the two countries: in West Germany on the basis of an established over-defined system and in Britain on the basis of an out-dated ill-defined and almost non-existent system. In retailing German school leavers opt for two or three year apprenticeships whereas British school leavers are offered employment with or without formalised training. The publicly held view of the occupation of sales assistant is one of low-level skill, low intellectual demands and a job anyone can do. The traditional skills - product knowledge, selling and social-communicative skills have steadily been eroded. In the last five years retailers have recognised that a return to customer service, utilising the traditional skills was going to be needed of their staff to remain competitive. This requires training. The German retail training system responded by adapting its training regulations in a long consultative process, whereas the British experimented with YTS, a formalised training scheme nationwide being a new departure. The thesis evaluates the changes in these regulations. The case studies in four retail outlets demonstrate that it is indeed product knowledge and selling and social-communicative skills which are fundamental to being a successful and content sales assistant in either country. When the skills are recognised and taught well and systematically the foundations for career development in retailing are laid in a labour market which is continually looking for better qualified workers. Training, when planned and conducted professionally is appreciated by staff and customers and of benefit to the company. In retailing not enough systematic training, to recognisable standards is carried out in Britain, whereas in West Germany the training system is nevertheless better prepared to show innovative potential as a structure and is in place on which to build. In Britain the reputation of the individual company has a greater role to play, not ensuring a national provision of good training in retailing.
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Hordosy, Rita. "What do we know about what school leavers and graduates are doing? : a European perspective on data production and utilisation." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4505/.
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Considerable resources are spent on school leavers’ and graduates’ information systems (SLGIS) in numerous European countries, but it is not clear what happens to the results. This research investigates how school leavers’ and graduates’ data are produced and to what extent the data are then applied in educational policy planning, institutional decision-making and informing students. This investigation categorises the currently available SLGIS in Europe using documentary data, analysis of which leads to a typology and the selection of three distinct cases. These cases - England, Finland and the Netherlands – are explored based on 15 élite interviews in each country, and further documentary data. The reported uses of SLGIS are broadly similar across the different case study countries, despite the clear differences in the design of their SGLIS. This suggests that the ‘value’ might not be intrinsic to the data itself but it depends on the judgement of the society. On the other hand, their uses are contrasted in terms of data-production and data-utilisation based on the interplay of data-needs of the different actors regarding the SLGIS. The data-needs of the policy and the institutional levels differ substantially. For example, whereas policy is largely content with a national picture, institutions require more detailed information at the level of educational programmes. Findings like these suggest that national and international investment in SLGIS could be made more efficient.
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Çelik, Çetin [Verfasser], Matthias [Akademischer Betreuer] Wingens, and Michael [Akademischer Betreuer] Windzio. "The Process of Leaving School and Meaning of Schooling: The Case of Turkish School Leavers in Germany / Çetin Çelik. Gutachter: Matthias Wingens ; Michael Windzio. Betreuer: Matthias Wingens." Bremen : Staats- und Universitätsbibliothek Bremen, 2011. http://d-nb.info/1071898388/34.
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Andersson, Alexandra. "Youth Policy of the European Union : Implementation of the EU Youth Strategy for the action to reduce early school leavers within two member states." Thesis, Högskolan Dalarna, Statsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30971.
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This is a case study with purpose to examine the implementation of the European Union Youth Strategy and the action of reducing early school leavers, which was put in force with the youth field of the European Union in 2010. The strategy contains of eight action fields, onwards only the field within education & training will be examined further in line with the strategy’s main objective to provide equal opportunities for young people in education. The theory of Normalization Process Theory focuses on policy implementation and how it becomes fully embedded within the intended society. Throughout the examination will be of how the implementation is supposed to work and how it actually is put into action within the two member states selected for this study, Sweden and Cyprus. The question to examine is to what degree has ‘the EU Youth Strategy’, and the fact of it being implemented within the member states, influenced the reduction of early school leavers. Through the method of comparative case study approach, materials were gattered throughout a variety of forms such as legislations, policies, evaluations, reports and many more. The analysis consists of the implementations of the action into the states, through what institutions and national legislations, as well as analysing the received grant from the European Union and what it has produced within the states. In conclusion, presenting the results of Sweden and Cyprus, both succeeding to reduce early school leavers, nevertheless, through different actions and interpretations of the strategy.
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Hayward, Hilary Rosemarie. "Are girls 'racing ahead' at key stage 3 and key stage 4? : is gender important in the issue of underachieving school leavers?" Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500427.
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Field, Michael. "Change & continuity in the value-priorities of school-leavers in Rundu (Namibia): a comparative study of hybridization and its development implications." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26901.
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In Southern Africa, burgeoning intercultural contact results in the emergence of (bicultural) sociocultural contexts which emphasize African traditional and Western industrial values to different degrees. In transitioning between these contexts, Southern Africans may experience feelings of dissonance which potentially threaten identity. In managing these transitions, individuals arguably employ various hybridization strategies in order to navigate socio-cultural contexts whilst maintaining a coherent sense of self. Though part of a broader Southern African study initiated by Cumpsty in 1998, this dissertation represents a stand-alone inquiry into how the value-priorities of school-leaving respondents in Rundu, northern Namibia, have changed or stayed the same between 1998 and 2017. What is more, it seeks to ascertain if/how these respondents have hybridized their value-systems confronted with increasingly bicultural experiences. Cumpsty's quantitative instrument for measuring values was administered to the entire school-leaving cohort in two schools in Rundu in 1998 and in 2017. This data was comparatively analyzed using descriptive and inferential statistics in order to measure the extent to which change/continuity had occurred over the nearly 20 year period. Profiles were generated from the two sets of quantitative data, which revealed how respondents hybridized African traditional and Western industrial values, and the results were analyzed comparatively. This dissertation's central finding has been an unexpected pattern of general continuity in the value-priorities of respondents between 1998 and 2017, which is also demonstrated in the patterns found in the dominant profiles. These results indicate the use of distinct strategies which allow respondents to integrate African traditional and Western industrial values into hybrid value-systems - which in turn allow them to navigate bicultural experiences whilst maintaining a coherent sense of identity - and therefore repudiates the notion of globalisation resulting in increasing socio-cultural uniformity. This finding indicates that if the definition of development is broadened to encompass the satisfaction of fundamental human needs, then an account of identity is crucial, which in turn renders an account of values indispensable to the development debate in Southern Africa. Lastly, this dissertation uses Cumpsty's instrument, which is fundamentally flawed, and ends with a critique of the instrument.
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Vizcain, Dorian Charles. "Investigating the Hispanic/Latino Male Dropout Phenomenon: Using Logistic Regression and Survival Analysis." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001322.
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Flores, Kelly Zoppei. "Educação física na educação infantil: análise da aplicação de um programa e estudo sobre o envolvimento das crianças a partir da escala de Ferre Leavers." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-17102008-144612/.
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Esta pesquisa tem como objetivos principais: discutir a noção que crianças de cinco anos desenvolvem, ao final da aplicação de um programa, sobre o que é Educação Física, contrastando-a com aquela originalmente apresentada pelo aluno no início da pesquisa; bem como investigar e discutir o envolvimento dos alunos nas atividades propostas pelo programa de Educação Física que serviu de base a este estudo. Uma turma, composta por vinte e cinco crianças de cinco anos, de uma escola da Rede Municipal de Educação Infantil de São Paulo, teve um total de 32 aulas de Educação Física, de 50 minutos cada, duas vezes por semana. Essa turma foi submetida a uma entrevista no início e no final do programa visando avaliar a noção que apresentavam sobre o que é educação física. A entrevista foi interpretada mediante a metodologia de análise de conteúdo (TRIVINOS, 1987). Os resultados evidenciaram mudanças significativas e positivas no grupo quanto ao conceito sobre o que é Educação Física. Metade da turma foi selecionada, aleatoriamente, para ser filmada em sete aulas do programa. Para análise das filmagens, utilizou-se a Escala de Envolvimento para crianças pequenas, desenvolvida por Ferre Leavers, que apresenta uma lista de oito sinais ou indicadores de envolvimento: 1) concentração; 2) energia; 3) complexidade e criatividade; 4) expressão facial e postura; 5) persistência; 6) tempo de reação; 7) expressões verbais; e 8) satisfação. A partir desses indicadores, foi medido o nível de envolvimento das crianças nas atividades, classificando-o em uma escala de 1 a 5, em que: a ) Nível 1: sem atividade; b) Nível 2: atividade interrompida freqüentemente; c) Nível 3: atividade mais ou menos contínua; d) Nível 4: atividade com momentos intensos; e) Nível 5: atividade intensa mantida. Com a escala foi verificado o nível de envolvimento das crianças nas atividades, além disso, constatou-se também que o instrumento utilizado pode ser uma importante ferramenta de apoio para o professor na investigação e na melhoria da prática pedagógica, pois permite analisar a adequação do ambiente preparado, a escolha dos materiais, a interação do professor com as crianças, a interação entre as crianças, entre outrosThe main aims of this research are: to discuss the conception that five years old children have about what Physical Education is when a program about it is offered to them, and the way this conception changes after the program, as well as investigate and discuss the students´ involvement in activities proposed by the Physical Education program which is the base of this study. One of the groups, composed by 25 five years old children from a municipal São Paulo City puerile school, had 32 fifty minutes Physical Education classes twice a week. This group was interviewed at the beginning and at the end of the program and the aim of this interview was to evaluate the conception they previously had about what Physical Education is. The interview was interpreted in the light of content analysis methodology (TRIVINOS, 1987). The results highlighted positive and meaningful changes about the groups point of view about what Physical Education means to them. One half of the group was chosen, randomly, to be filmed during seven program classes. To analyze these classes, the Movement Scale for young children, proposed by Ferre Leavers, which presents a list of 8 involvement signs, was used. These 8 signs are: 1) concentration; 2) energy; 3) complexity and creativity; 4) facial expression and posture; 5) persistence; 6) reaction time; 7) oral expressions; and 8) satisfaction. These mentioned characteristics (signs) were used to point out these young childrens involvement level and, besides, were a very useful methodological tool for classifying, from 1 to 5, the childrens involvement level: a) Level 1: no activity; b) Level 2: frequently interrupted activity; c) Level 3: more or less continuous activity; d) Level 4: intensive movements activity; e) Level 5: continuous intensive activity. By using the Movement Scale, the childrens involvement level in the activities was checked. Moreover, it was evidenced that the used methodological tool can be an important support to the teacher who wants to investigate and get better pedagogical practices, because it allows a wide variety of ways to analyze whether the environment is appropriate or not, what kind of interaction does the teacher have with children, what kind of interaction do they have with each other, and so on
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16443/1/Kathryn_Derrington_Thesis.pdf.
Full textAbstract:
Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes.
The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts.
The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard.
Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis.
The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies.
These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Derrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.
Full textAbstract:
Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.
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Busolin, Rosanna. "The effects of unemployment on self-esteem and depressive affect in school-leavers as a function of confirmation or disconfirmation of their employment expectations /." Title page, table of contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09P/09pb979.pdf.
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Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.
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Thesis (MA)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness for academic writing in the first-year literary studies course, English 178, located in the English Department at Stellenbosch University. The research was conducted during 2011 and 2012 making use of a survey which was completed by the 2011 first-year English 178 class, and also utilising a series of interviews with students, tutors and lecturers in 2012. Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the quantitative and qualitative information yielded by the study. The dissertation assesses multiple interlocking elements that comprise student preparedness and finds striking discrepancy between student perception of their preparedness and that of the lecturers and tutors. While tutors, lecturers and the report of the National Benchmark Test all suggest that at least half of all first-year students are poorly prepared for academic writing, only about 21% of students perceive themselves to be poorly prepared. Possible reasons for the difference in views between students and other sources are explored. The thesis concludes by asking if the English 178 course at Stellenbosch University truly tests the students’ academic writing abilities and if the course is balancing its “obligations to students [with the]… obligation[s] to knowledge and society” (Elbow 327).
AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is, asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te situeer. Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid. Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
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Fišerová, Andrea. "Návrh na zefektivnění náboru absolventů VŠ v podniku." Master's thesis, Vysoké učení technické v Brně. Fakulta podnikatelská, 2009. http://www.nusl.cz/ntk/nusl-222403.
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This diploma thesis deals with analysis of the current state of recruiting – graduates, and comparing their requirements to the actual state of the company Motorola. Using questionnaire survey identifies criteria that prefer graduates in finding work, and on the basis of submitted proposals for streamlining the methods that used in recruiting.